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Susan Gano-Phillips, Affective Learning in General Education 19
the affective domain. Thus, depending upon the nature of the affective ILO,
various experiential teaching and learning methods can be brought to bear on
the situation.
For a number of reasons, experiential learning is particularly helpful
in meeting more complex (higher levels in the taxonomy) affective learning
outcomes, such as valuing, organization, and characterization by a value set
(Association of American Colleges and Universities, 2005). First, it allows
students to practice applying theory to practice (e.g., as social workers
complete internships in community agencies, they practice enactment of
their previously developed theories of social justice, thus demonstrating a
characterization by a value set). Second, experiential learning helps students
to develop desirable work skills such as the motivation to produce high-quality
work or efforts to understand and appreciate alternative points of view. Third,
these learning experiences can reinforce social and ethical values. Finally,
experiential learning can be used across a broad spectrum of disciplines and
in interdisciplinary contexts.
In examining one of these innovative experiential pedagogies in more
detail, we can consider its usefulness in achieving affective learning outcomes
in general education courses or programs. Service learning is a strategy that
integrates meaningful community service with instruction and reflection to
enrich the learning experience, teach civic responsibility, and strengthen
communities (Campus Compact National Office, 2001). Service-learning
typically engages students in a three-part process: classroom preparation
through explanation and analysis of theories and ideas; service activity that
emerges from and informs classroom context; and structured reflection tying